MODULAR DISTANCE LEARNING: A

PHENOMENOLOGICAL STUDY ON
STUDENTS’ CHALLENGES AND
OPPORTUNITIES DURING PANDEMIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 6
Pages: 995-999
Document ID: 2022PEMJ395
DOI: 10.5281/zenodo.7394182
Manuscript Accepted: 2022-02-12
 Psych Educ, 2022, 6: 995-999, Document ID: PEMJ395, doi: 10.5281/zenodo.7394182, ISSN 2822-4353
Research Article

Modular Distance Learning: a Phenomenological Study on Students’

Challenges and Opportunities During Pandemic
Mona Allea L. Matolo*
For affiliations and correspondence, see the last page.

Abstract
Learning remotely during the COVID-19 pandemic is challenging. As educational institutions have been closed to
cope with the pandemic, modular distance learning was adopted and implemented as an alternative mode of
learning which led students to experience learning challenges and opportunities. This study aimed to determine the
learning challenges faced by students and the learning opportunities gained by them on modular distance learning
during the pandemic. This phenomenological- qualitative research design was conducted on the College of
Education students at Mindanao State University – Tawi-Tawi College of Technology and Oceanography, Bongao,
Tawi-Tawi, Philippines. The respondents were selected using a purposive sampling technique based on the
judgment of the researcher who is best qualified to achieve the objectives of the study. An Interview Guide was
utilized to gather information about their views on their learning experiences during the pandemic Recorded
conversation was preserved, and the transcript was utilized to treat the data through thematic analysis. Based on the
findings of the study, students commonly experienced learning challenges such as poor/unstable internet
connection; understanding the lesson/content comprehensively; time management, financial constraints; students’
well-being; and insufficient learning resources. Meanwhile, the common learning opportunities gained them were an
opportunity to become a responsible and independent learner; to become digitally literate; to learn from home; to
enhance writing, reading comprehension, and critical thinking skills; and to value time. Consequently, these
students of MSU-TCTO experienced several learning challenges and opportunities with modular distance learning
during the pandemic. These learning challenges have stilted their time, health, money, and overall learning. On the
other hand, the learning opportunities have contributed positively to enhancing their skills and potential in different
facets of learning. However, though these students have coped with the challenges of modular distance learning
during the pandemic, teachers should not forget their vital role in developing more creative initiatives to deliver
quality education to students similar to face-to-face learning. As such, they should develop a self-learning module
that is appropriate to the context of the learners. Learning activities should be lessened and time should be flexible
for students to elude all the challenges they experienced. In like manner, students should also take part in achieving
authentic and meaningful learning whether in school or at home.

Keywords: modular distance learning, learning challenges, learning opportunities, pandemic

Introduction (MDL), Online Distance Learning (ODL), and

TV/Radio-Based Instruction.

In the past, distance learning, also known as e-learning In the context of Bangsamoro Autonomous Region in
or online learning, is a form of learning that is only Muslim Mindanao (BARMM), Philippines, modular
prevalent to those who do not have time to go to distance learning is the most preferred learning
school, those who are working students, and those who modality by learners in public schools and
cannot travel to a specific location to educate SUCs/LUCs, with 82.0% and 39.3% usage (DepEd,
themselves. But now, due to the Covid-19 pandemic, 2022).
distance learning became more popular as an
alternative mode of learning to everyone, worldwide. Modular Distance Learning (MDL) involves
individualized instruction that allows learners to use
During the pandemic, educational institutions instantly self-learning modules (SLMs) in print or digital
suspend face-to-face instruction and shifted to distance format, whichever is applicable in the context of the
learning in response to UNESCO’s recommendation to learner, and other learning resources like learner’s
use distance learning programmes and open materials, textbooks, activity sheets, study guides, and
educational applications and platforms so as to subsist other study materials, (DepEd, 2022). In like manner,
education. Accordingly, distance learning is a learning modular distance learning as the word connotes, uses
delivery modality where learning takes place between learning modules that facilitate students learning by
the teacher and the learners who are geographically themselves. It is also a form of a distance learning that
remote from each other during instruction, uses self-learning modules (SLM) based on the most
(Department of Education, 2022). There are three essential learning competencies (MELC) developed by
types of distance learning: Modular Distance Learning the teachers with the aid of curriculum developers,

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Research Article

(Regoniel, 2021). Further, it is a learning method Methodology

where students can use printed self-learning modules
and modules that can be accessed digitally or through
This study employed the phenomenological-qualitative
electronic devices such as laptops, computers, tablets,
research design to determine the learning challenges
and smartphones (Yes, 2022). The teacher takes the
and opportunities experienced by students on modular
responsibility of monitoring the progress of the
distance learning during Covid-19 pandemic. It was
learners. Likewise, learners may ask for assistance
conducted to the selected College of Education
from the teacher via email, telephone, text message,
students at Mindanao State University – Tawi-Tawi
messenger, etc. Parents or any member of the family College of Technology and Oceanography located at
may serve as a guide or para-teachers to learners at Barangay Boheh Sallang, Sanga-Sanga, Bongao, Tawi-
home (DepEd, 2022) Tawi, Philippines. The respondents were selected
using a purposive sampling technique based on the
In Bongao, Tawi-Tawi, Philippines, modular distance judgement of the researcher who are best qualified to
learning through self-learning module is commonly achieve the objectives of the study. An Interview
prepared by teachers to students either in print or Guide was utilized to gather information and was
digital format. This self-learning module is carefully validated by experts in terms of relevance and
designed by teachers according to the context of the appropriateness of the questions. The researcher
students. The content includes different learning interviewed the respondents to express their views on
activities that allow students to learn and answer in their learning experiences during the pandemic.
their most convenient time and place. Learning outputs Minimum health protocol was observed to ensure
are submitted either in print or digital format. safety of everybody. Recorded conversation was
preserved, and the transcript was utilized to treat the
However, while the implementation of modular data through thematic analysis.
distance learning during the pandemic is helpful for
everybody to prevent the spread of the virus, several
studies have claimed that modular distance learning Results and Discussion
led students to experience challenges or problems
adapting to this alternative method of learning, hence,
The common learning challenges faced by students
affect their learning. On the other hand, there were
on modular distance learning during pandemic
also students who gained opportunities that made them
experience better learning with the implementation of
Based on the responses of the student-respondents,
modular distance learning. Thus, the researcher found
there were six (6) common learning challenges faced
interest in examining the lived experiences of the by them on modular distance learning during
students in order to provide a clear lens on whether pandemic, to wit:
modular distance learning is a challenge, an
opportunity, or both during the pandemic. A cha lleng e on po o r/u n sta bl e internet
connection. Living in the southernmost part of the
Research Questions Philippines – Tawi-Tawi – where internet connection
is limited became a challenge for these students to
This study aimed to determine the learning challenges engage in modular distance learning during the
and opportunities experienced by students in modular pandemic. These students experienced having a hard
distance learning during the pandemic. Specifically, it time to connect to Facebook Messenger or Gmail since
sought to answer the following questions: teachers used these online platforms to send e-copy of
self-learning modules, link of videos, post
1. What are the learning challenges faced by students announcements and updates. They needed to wait for a
on modular distance learning during the pandemic? couple of days around 1:00 to 4:00 in the morning just
2. What are the learning opportunities gained by to download modules, pictures, videos, and other
students on modular distance learning during the documents, hence, the reason for some students to
pandemic? procrastinate submission of their course requirement or
3. Is modular distance learning a challenge or learning activities. In like manner, students found
opportunity during the pandemic? difficulty to search on Google or Youtube for lessons

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Research Article

or activities that are vague or fragmented. Further, they and emotionally with the modular distance learning.
needed to reach out to their teachers online for queries Students suffered from anxiety due to a number of
and updates so as not to disrupt their learning. learning activities to accomplish, lack of sleep, lost of
appetite, no more time to socialize, duties and
A challenge on understanding the lesson/content responsibilities at home, and pressure from the
comprehensively. Shifting from face-to-face mode of environment. They were less engaged and motivated to
instruction to modular distance learning during the study their lesson as they felt alone or pressured with
pandemic deprived these students of an interactive self-paced learning.
class discussion resulting to face challenges in dealing
with the content/lesson. Voluminous content and A c h a l l e n g e on i n a d e q u a t e learning
learning activities became a problem for these students resources. Students learn best with the aid of
since it requires more time for students to read and sufficient learning materials or resources. However,
comprehend. They had a hard time to internalize or during the pandemic, students were advised to do
thoroughly grasp the concept with limited discussion home-schooling where learning resources are limited.
and examples of the lesson provided by the teacher. This prompted them to experience scouting for reliable
The depth and breadth of the content made it difficult print materials like books and other relevant references
for them to move forward to the next topic. Further, to expand their insights in understanding concepts and
they were complaining that instructions of learning to have a meaningful learning. Further, students’
activities were unclear, and some questions were smartphones were not enough to encode learning
extremely hard to understand, another reason for activities, prepare PPT, edit videos, and other
students to delay submission of their outputs to their electronic illustrations, hence, they needed a personal
teachers. Hence, they demand the presence of a teacher laptop and a printer to do the task, save time and
to come up with a clear d iscu ssion of the money, and keep safe.
lesson /conten t.
The common learning opportunities gained by
A challenge on time-management. Ideally, these students on modular distance learning during
students are taking seven to eight subjects per pandemic
semester. Due to pandemic, this ensued them to
experience challenges in managing their time. Based on the responses of the student-respondents,
Alongside personal duties and other obligations at there were five (5) common learning opportunities
home, these students need to attend to academic gained by them on modular distance learning during
endeavor. Students were disrupted by the self-learning pandemic, to wit:
module having tons of activities or tasks to accomplish
at home. They struggled in answering said activities An opportunity to become responsible and
with the limited time given to them. Baffled on what to independent learner. The realization that not all the
do first, they tend to forget to do their task on time. time you will have someone to help you with your
Since it is home-schooling, some were not aware of self-learning module during pandemic is very
the deadline due to distractions like social media and challenging. To them, their experiences had thought
online games. them to become responsible in studying their lesson, in
enhancing and expanding their knowledge about the
A challenge on financial matter. Since the lockdown content, in accomplishing all course requirements with
due to pandemic, many have lost their source of honesty and authenticity, in retrieving reliable online
income which is why financial support for these information from Google, Youtube, and other
students became a challenge. First, they needed an websites, and in finding alternatives to achieve
internet load maintenance for their smartphones while meaningful learning. Further, they learn to be creative,
some in the island need to visit an internet café to keep resourceful, decisive, and independent in all the
posted online. Second, there were teachers who require learning tasks.
students to submit tons of requirements in print format,
hence, they needed the money for printing. Third, self- An opportunity to become digitally literate. Using
supporting students struggled the most as they need to various social media platforms, websites, and Apps for
sustain their daily needs aside from their studies. educational purpose is of great advantage during
pandemic. Aside from merely encoding, students have
A challenge on students’ well-being. Heath is wealth enhanced their skills in creating PowerPoint
as they say. However, aside from the virus per se, presentation, picture/video editing, sending reports and
these students were distressed physically, mentally, projects through Gmail and other social media

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Research Article

platforms, using Edmodo, google and other websites. challenges in learning. They were able to forge new
They felt ecstatic to have gained technical skills that skills in different learning areas despite the hardships.
would be very useful for their future endeavor. Further, they were able to explore new concepts and
ideas as well as life lessons that made them a better
An opportunity to learn from home. Learning takes person right now. Thus, modular distance learning is
place anytime, anywhere – even at home. During the both a challenge and an opportunity for students to
pandemic, everyone was advised to stay at home, learn in an innovative way.
hence, to learn from home. This opportunity made
students experience to learn at their comfort zone.
With this, they got the autonomy to learn on their own Conclusion
pace, the chance to manage their own time, and the
opportunity to review lessons in advance and as often
Based on the results of the study, COED students of
as needed. Modular distance learning gives them the
MSU-TCTO experienced several learning challenges
comfort of waking up late and not worry of going to
and opportunities with modular distance learning
school early in the morning, bonding with and helping
during the pandemic. These learning challenges have
the family, and a time to reflect.
stilted their time, health, money, and overall learning.
On the other hand, the learning opportunities have
An opportunity to enhance writing, reading
contributed positively to enhancing their skills and
c o m p r e h e n s i o n and c r i t ic a l t h i n k i ng
potentials in different facets of learning. However,
skills. Understanding the depth and breadth of a self-
though these students have coped with the challenges
learning module entails a lot of reading for students.
on modular distance learning during the pandemic,
Answering all learning activities in a self-learning
teachers should not forget their vital role in developing
module demands technical writing and critical thinking
more creative initiatives to deliver quality education to
skills. Thus, with the modular distance learning during students similar with face-to-face learning. As such,
the pandemic, students were able to enhance their they should develop a self-learning module that is
writing, reading comprehension and critical thinking appropriate to the context of the learners. Learning
skills through reading the content of the module, activities should be lessened and time should be
writing, and thinking critically answers to various flexible for students to elude all the challenges they
learning activities found in the self-learning module. experienced. In like manner, students should also take
part in achieving an authentic and meaningful learning
An opportunity to value time. To manage time
whether in school or at home.
wisely is what everyone needs during this time of
pandemic. In every learning activity provided in a self-
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